I choose, this is me, I choose to be who I am

I must have an inspirational teacher if I am going to learn anything!?

Learning is not about the other, learning is an exchange of presenting and receiving information; and it is very much about the passion and drive of the self, by the self for the self. The other of course is - self-evidently - important, however the passion and drive of the self is what leads to the action of picking up a pencil; the action of writing; the turning of a page, the action of throwing a ball; the action of playing an instrument, the action of doing what is necessary - which involves listening to the teacher/instructor/coach - and then applying what has been presented, the purpose of which is to succeed in the discipline in question.

Self-directed learning and self-regulation 

Malcolm Knowles (1975, p. 18) points out that the power of self-directed learning is about students, through their own intention, initiative, acting in accordance to their own motivations, “with or without the help of others.” Then there is the act of self-regulation. Self-regulation is about being able to “exercise … influence over one’s own motivation, thought processes, emotional states and patterns of behavior” (Bandura, 1994, p. 1). This has the capacity to lead to self-management. All of this power of the knowing the self, and the acting of the self, for the self, could translate to the powerful self-reflection of: "I choose, this is me, I choose to be who I am".

Self-management

Woolfolk (1998) notes that “the most recent application of behavioural views of learning emphasizes self-management” (p. 231). Self-management, in a school setting, is about informing students that if they wish to advance and progress in their studies, they need to take control of their own learning.

No one can learn for someone else

Citing studies undertaken by Manning and Payne (1996); Winne (1995); Zimmerman and Schunk (1989); Zimmerman (1990), Woolfolk (1998, p. 231) points out that the “responsibility and the ability to learn” remains “within the student,” no one can actually “learn for someone else” (p. 231). The intention, the action and the engagement in learning is a journey of the self, by the self, for the self.

The self-directing, self-regulating and self-managing player

One only needs to observe children of all ages at play. Children at play are self-directing, self-regulating and self-managing operators. When children gather they begin to play. The action of play is not directed by any outside ‘inspirational’ other; the action of the play is self-initiated. The action, from the outset is understood what is taking place. Children who are observers can join or leave the game, at their choosing. With this taking place, the action, the game, the play, continues unabated. During this time the observer will find, that at times, there may be disagreements; these however are quickly internally resolved. There is no ‘inspirational’ outsider that ‘steps in’ to resolve the issue.

What is taking place is here is that these self-directing, self-regulating and self-managing learners, (without any third party ‘inspirational’ outsider requirement or even influence), are acting out and are being inspired by and through their own self-motivated thoughts, actions, desires and passion in doing what they want to do; and achieving the result they want to achieve, i.e, there is this intrinsic power of: "I choose, this is me, I choose to be who I am!"

Others can encourage, support and advise

The others in the life of students, such as their family, their significant others, their teachers, their mentors, their peers, and their friends can only provide encouragement, information, support, and advice; however, as Woolfolk (1998) points out, it is the student who must engage in the learning process to benefit from the information that is being presented.

Students are not only responsible for their own learning, but they are also the masters of their own educational and personal destiny. This signifies, of course, that the individual is responsible for his or her own thinking, behaviour, learning and choices. This responsibility allows the student to deal issues as they will arise, and to deal with both adversity and success. This process, this ebb and flow of the learning process also provides the means for the development of resilience. 

Exploring resilience

Young (2014, p. 10) citing Soanes and Stevenson (2006, p. 1498), begins her definition by pointing out that “resilience originates from the Latin verb resilire ‘to leap back’ or ‘rebound’ and is defined in the Oxford Dictionary of English in the following manner: resilience, where one is “‘able to withstand or recover quickly from difficult conditions’.”

Young (2014, p. 10) also refers to other definitions, which provides additional insights into understanding the action of resilience. The definition of resilience by Tugade and Fredrickson (2004, p. 320) states that resilience is about having “the capacity to move on in a positive way from negative, traumatic or stressful experiences.”

Rutter (1985, p. 599) maintains that resilience is about having “the ability to bounce back or cope successfully despite substantial adversity.” Young (2014, p. 10) citing Walsh (2003) proposes that “resilience refers to strengths under stress, in response to crisis, and forged through dealing with adversity”.

Young (2014) adds to this, with reference to the research by Jackson, Firtko and Edenborough (2007) that it is the experience of overcoming adversity is what provides the potential of learning about and then having the capacity of resilience. 

Young (2014, p. 10) also contends that by experiencing and overcoming negative experiences, this action of working to overcome a negative situation helps “some individuals to emerge stronger out of adversity, with capacities that they may not have otherwise have developed”. A negative thus potential becomes a life-time positive.

About the author

Dr Ragnar Purje holds the position of Adjunct Lecturer School of Education and the Arts, Central Queensland University. Under the supervision of Professor Ken Purnell Ragnar’s thesis focussed on the success of his pioneering form of acquired brain injury complex movement therapy. The therapy is now referred to as CBBMMT (Complex Brain-Based Multi-Movement Therapy). Ragnar’s thesis has also added two new descriptors into the lexicon of human biology; these are neurofluidity and hólos. Neurofluidity are the neurological processes that lead to the condition of brain plasticity. Hólos is a descriptor which, for the first time in history (to the best of Ragnar’s research and understanding), provides a category which unifies the brain and the body, with one word. 

Prior to this the brain and the body had always been referred to as two separate entities, i.e. the brain and the body. Hólos derives from the Greek: ?λο? ? ? ólos. The English word holistic is derived from hólos. Holistic and hólos offer the same classification. Holistic and hólos incorporate the concept of holism.

Ragnar is the author of Responsibility Theory? (A new consideration in neuroeducation). A brain-based immersive systematic self-talk sequence learning program. The purpose of which is to empower teachers and transform students. Responsibility Theory? presents ten powerful precepts which provides teachers, educators, and parents with additional pedagogical and social tools, that fits in with any teaching style, any classroom behavior management program, and all school rules. The Responsibility Theory? program also fits in with all parental home rules.

Once teachers are informed about what Responsibility Theory? is and how it should be applied, the next stage is for the teachers, in accordance with their own personality and teaching styles, to begin introducing the program to their students. As part of this process the students are informed by their teacher that each student can immediately use this knowledge and power to take control of their thinking and behavior, which will help them to constructively advance their well-being, their social skills and academic potential; not only for today, but forever.

Associated with this is Ragnar’s Responsibility Theory? NeuroEducation Self-Empowerment Project. The Project is based on neuroscience and brain plasticity research. It is suitable for schools, colleges, corporations, or any organisation interested advancing personal and social wellbeing by constructively and systematically especially dealing with negative influences such as bullying, cyberbullying, or negative life-style choices and/or negative peer influence. If I can change my thinking, I can change my behaviour and my life.

Ragnar is the initiator of NeuroNumeracy?, an intensive self-motivating and transformative neuroscience brain-based numeracy learning program for children, the purpose of which is to enhance their skills, knowledge and understanding of the four operations in mathematics. Ragnar has completed three Master of Education degrees (one in education; one in guidance and counselling; and one in leadership and management). He has two Bachelor degrees (Physical Education and Psychology). He has also completed five Post-Graduate awards (education; sports science; exercise and the sports sciences; health counselling; and communication studies). Ragnar is a former Australian karate champion.